國立虎尾科技大學 |

How do Teachers Implement New Teaching Practices Identified by Professional Learning Communities in Their Classrooms?

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	How do Teachers Implement New Teaching Practices Identified by Professional Learning Communities in Their Classrooms?/
Author:	Hicks, Dorothy.
Description:	1 online resource (116 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355579437

How do Teachers Implement New Teaching Practices Identified by Professional Learning Communities in Their Classrooms?
Hicks, Dorothy.

How do Teachers Implement New Teaching Practices Identified by Professional Learning Communities in Their Classrooms? - 1 online resource (116 pages)

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (D.Ed.)--Capella University, 2018.

Includes bibliographical references

The basic qualitative research study discovered how 12 teachers implemented new teaching practices identified by professional learning communities back into their classrooms. These 12 participants from a southeastern urban middle school were asked 12 semistructured, face-to-face, and individualized interview questions. They also provided documents and artifacts that gave evidence of professional learning community models that have created a culture of changes to support new classroom practices to transfer back to the classrooms. Data from these interviews and research studies discovered that participants collaborated daily, weekly, or monthly; used assessments; and attended professional development meetings to implement new teaching practices back to their classrooms. Although the results included indications from this study of roadblocks of time constraints and scheduling problems existing, the administrators in this study work closely and listen to these 12 participants to help solve these issues to continue to help improve student learning.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355579437Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

How do Teachers Implement New Teaching Practices Identified by Professional Learning Communities in Their Classrooms?
LDR:02321ntm a2200325Ki 4500 001 919705
005 20181129120546.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355579437
035 $a (MiAaPQ)AAI10742933
035 $a (MiAaPQ)capella:20002
035 $a AAI10742933
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Hicks, Dorothy. $3 1194336
245 1 0 $a How do Teachers Implement New Teaching Practices Identified by Professional Learning Communities in Their Classrooms?
264 0 $c 2018
300 $a 1 online resource (116 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
500 $a Advisers: Melisa McIntyre; Nik Anderson.
502 $a Thesis (D.Ed.)--Capella University, 2018.
504 $a Includes bibliographical references
520 $a The basic qualitative research study discovered how 12 teachers implemented new teaching practices identified by professional learning communities back into their classrooms. These 12 participants from a southeastern urban middle school were asked 12 semistructured, face-to-face, and individualized interview questions. They also provided documents and artifacts that gave evidence of professional learning community models that have created a culture of changes to support new classroom practices to transfer back to the classrooms. Data from these interviews and research studies discovered that participants collaborated daily, weekly, or monthly; used assessments; and attended professional development meetings to implement new teaching practices back to their classrooms. Although the results included indications from this study of roadblocks of time constraints and scheduling problems existing, the administrators in this study work closely and listen to these 12 participants to help solve these issues to continue to help improve student learning.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Capella University. $b Education. $3 1148690
773 0 $t Dissertation Abstracts International $g 79-07A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10742933 $z click for full text (PQDT)